Figure 1. The participants of Course on Developing Lesson Study in Mathematics Education

In this Course, SEAMEO regional Centre for QITEP in Mathematics collaborates with CRICED (Centre for Research on International Cooperation in Educational Development) University of Tsubuka, Japan.

Centre Director Meeting in Bangkok on 4 – 6 August 2009 inisiated the mentioned colaboration. In the meeting, SEAMEO Regional Centre for QITEP in Mathematics proposed to collaborate in the field of mathematics education with CRICED University of Tsukuba, Japan.

Dr. Mariko Sato who represents CRICED University of Tsukuba Japan, took action to the proposal. She recommended Dr. Masami Isoda to be involved in Course on Developing Lesson Study in Mathematics Education held by QITEP in Mathematics. Dr. Isoda is the chief editor of Japan Society of Mathematics Education and director of Project Overseer, APEC Lesson Study Project.

Figure 2. Some participants of Course on Developing Lesson Study in Mathematics Education

On 7 October 2009, Dr. Masami Isoda delivered lecture on Japanese Lesson Study in Mathematics. He explained that in the study of Mathematics Lesson in Japan, teacher starts with task or problems which the students know how to solve it. Next, teacher extends the problems and asks the students to solve them, based on the solution of the previous problems and to find the pattern, if any. Students then generalize mathematics concepts learned and communicate the reason. From the processes, students learn how to represent mathematics concepts as well as values and sharing.

Figure 3. Dr Isoda delivered the lecture

In addition to the lecture, on 8 October 2009 he delivered workshop on “Enjoy Mathematics with Problem Solving Approach: Beyond the lesson study as a style for professional development managed by administrators”. Not only the participants of the course but also lecturers from State University of Yogyakarta and Sanata Dharma University, principals, and supervisors attended the workshop. Dr. Masami Isoda stated that Japanese teachers emphasize problem solving approach in teaching and learning process. He explained, based on Video study “Before It’s Too Late”, 2000, Japanese teachers begin the lesson by presenting students with a mathematics problem employing principles they have not yet learned. The students then work alone or in small groups to devise a solution. After a few minutes, students are called on to present their answers; the whole class works through the problems and solutions to uncover the related mathematical concepts and reasoning.

Figure 4. Dr Isoda delivered the workshop

It is undeniable that lecture and workshop delivered by Dr Masami Isoda broadened the knowledge of the participants, especially in term of the clear description of lesson study in Mathematics conducted in Japan. Participants are able to see aspects influencing success in achieving mathematics learning objectives. They are expected to implement the aspects in their own teaching, later when they are back home.